UNIT VI.

ASSESMENT
INSTRUMENTS
INSTITUTIONAL
COMPETENCY
EVALUATION
INSTITUTIONAL COMPETENCY EVALUATION

Institutional Competency Evaluation is the

assessment of the knowledge, skills and attitudes
acquired from the training. In CBT, evaluation is the
systematic collection and analysis of data needed to
make decisions whether a trainee is competent or
not yet competent.
For the purpose of CBT, assessments are usually given for
the following purposes:

•To validate the current competencies of trainees

• To measure how much trainees have learned in the
training sessions given
• To help diagnose trainee's problems and guide future
instruction
• To decide whether trainees are competent or not
The Institutional Competency Evaluation Tools:

• Task Skills
• Task Management Skill
• Job Role and Environment Management Skill
• Contingency Management Skills
EVIDENCE PLAN
EVIDENCE PLAN

- Evidence planning helps you to communicate and refine

your goal and build an evidence-based case for your planned
impact.
This worksheet provides prompts to help you consider how
your work will affect other people and organisations. It also
helps to highlight any potential issues early on.
Sample of Evidence Plan
 PREPARING
EVIDENCE PLAN
EVIDENCE PLAN TEMPLATE
 TABLE OF
SPECIFICATION
TABLE OF SPECIFICATION or TOS

- It is a test map that guides the teacher in

contructing a test. This ensures that there is a
balance between items that test lower level thingking
skills and those which test higher order thingking skill
(or alternatively, a balance b/w easy and difficult
items) in the the test
The simplest TOS consists of 4 columns:

 Level of objective to be tested

Statement of objective
Item numbers where such an objective is being
tested
Number of items and percentage out of the total
for the particular objective
Identify Test Objective:

Knowledge/Remembering
Comprehension/understanding
Application/applying
Analysis/analyzing
Evaluation/ evaluating
Synthesizing/creating
TOS SAMPLE
WRITTEN
TEST
Written Test
A written test is a form of asessment that evaluate a
person’s knowledge, skills, and abilities through a eries of
questions or tasks presented in written form.
Types of written test:
• Subjective
• Objective
Objective Test
Objective test refer to attempt a question that has multiple answers and
student are to attempt/choose correct option or they are asked to mark
a statement/sentence true or false. Objective tests are very popular
among students and they always opt this test to go for an exam.
• Multiple Choice
• True or False
• Matching Test
Subjective Test
Subjective test are mostly taken from students of advance level who are
well at writing skills.
Subjective Test
Subjective test are mostly taken from students of advance level who are
well at writing skills.
Subjective tests include:
• Essay writings
• Reflection Paper
• Reaction Paper
To prepare for a wen test, it si important to review the material
that will be covered and to practice answering questions in the
format of the test. This can include reviewing textboks,notes
and other relevant materials, as well as taking practice tests or
quizzes.

During the test , it is important to read the instructions

carefully, manage time effectively, and answer all questions to
the best of one’s ability.
PERFORMANCE TEST
Performance Test
Is a form of assesesment that measures an individuals ability to
perform a specific task or set of tasks. Performance tests are
commonly used in employment settings to evaluate job
candidates, as well as in educational and training settings to
assess skill development and proficiency.
The format of a performance test can vary depending on
the task or skill being evaluated. Some common types of
performance tests include:
1. Skills-based tests
2. Work-sample tests
3. Situational judgment tests
4. Physical ability tests
 During the test, it is important to follow instructions
carefully, manage time effectively, and remain focused on
the task at hand. It can also be helpful to ask for
clarification or feedback as needed.

After the test, it can be helpful to reflect on one's

performance and identify areas of strength and
weakness. This can inform future training or development
efforts, as well as help the test-taker prepare for future
performance tests.
QUESTIONING TOOL
 The questioning tool is a powerful technique that can be used to
explore ideas, understand concepts, and solve problems. Here are
some steps to use the questioning tool effectively:
Identify the problem or concept you want to explore.
• Ask open-ended questions that start with "what," "why,"
"how," and "when" to encourage deeper thinking and analysis.
• Use follow-up questions to clarify and explore further.
Encourage all participants to contribute and share their ideas.
• Use the insights gained through the questioning tool to
develop solutions or make decisions.

Examples of open-ended questions to use in the questioning tool

include:
•What are the main challenges we face in this situation?
•Why do we think this approach will work?
• Why do we believe this is the best solution?
•How can we measure the success of this initiative?
•When do we need to take action to address this problem?
 THE PROFESSIONAL TEMPLATE

THANKS